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Q4 PE8 Mod3 DanceWithMe 05062021
Q4 PE8 Mod3 DanceWithMe 05062021
PHYSICAL EDUCATION
Quarter 4-Module 3:
Dance with Me
CO_Q4 _PE 8_ Module 3
Physical Education – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 3: Dance with Me
First Edition, 2020
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PHYSICAL EDUCATION
Quarter 4-Module 3:
Dance with Me
CO_Q4_PE 8_ Module 3
Nature and Background of
Lesson1 the Dance
What’s New
Hi! Are you done with the pre-assessment test? This time, please continue
answering the following exercises in your activity notebook.
This activity will activate your knowledge of the location and origin of folk dances
based on the costumes worn by the dancers in the picture.
1. 2. 3.
4. 5. 6.
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Illustrated by: Ruth B. Elman
What is It
The Philippines is rich in folk songs, dances and has historic origins and
characteristics. With the effect of acculturation, indigenous dances of our country may
have been modified because of the cultural influence of other countries. Along with this
are the influences of our Asian neighbors that have enriched our national dances to a
large extent. It is for this reason why there is a need for you to understand our culture In
this module, you will be provided with activities that will motivate you to learn and
understand the important characteristics of the dance Sakuting and Binislakan. The
historical background and context of the dance literature of Sakuting and Binislakan
would give you a clear picture of the nature of these regional and national folk dances.
This lesson will help you understand their significance and cultural value, including the
beauty of their costumes, traditions, and complexity of the people living in those places.
Thus, you will realize that learning the characteristics and background of the dances
can be a means to understand our cultural roots and traditions.
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What’s In
Now that you are done reading and answering the different activities in the
previous module, you are now ready to face the challenges of identifying the
characteristics and interpreting the basic steps and dance terms used in the dance with
an Asian influence. You discovered that just like any other activity, dancing is also a
physical activity that can improve your health-related components such as muscular
strength and endurance, cardiovascular endurance, and flexibility. It will also promote
lifelong fitness and wellness.
In your activity notebook or activity sheet, copy the table below and complete the
information by filling out the information needed.
Basic
Literal Influenced
Steps
Name of Meaning of Place of Dance by what
Used in
Dance the Name of Origin Classification Asian
the
the Dance Country?
Dance
Example: Refers to a Panay and Recreational China,
Tiklos group of Leyte Dance Burma, and Change
peasants Cambodia step
Pangalay
Sua-ku-sua
In this lesson, you will become familiar with the different regional and national dances
of the Philippines with influences from other Asian countries. This might provide you
with a better understanding of the characteristics and background of the dances:
Binislakan and Sakuting.
Study the dances carefully and learn the important characteristics and background of
these folk dances.
BINISLAKAN (Lingayen)
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Place of Origin : Pangasinan
Country of Influence : China
Ethno-linguistic Group : Pangasinense
Classification : Social Dance
Background:
Lingayen in Pangasinan means having to look backward and upward. It was derived
from “Li-King-Tung”, a Chinese word given to the name Lingayen, the capital of
Pangasinan, by the Chinese settlers of this place a long time ago. The barrio folks who
lived at Almazin, a small place between barrio Pangasinan (Pulong) and Maniboc
danced this to commemorate the stay of Limahong, a Chinese pirate who built his
kingdom here.
The dancers look backward or upward in some of the movements; hence, the name
Lingayen. They also use two sticks to produce rhythms imitating the chopsticks used by
the Chinese in eating, so the dance is also called Binislakan, which in Pangasinan
means, with the use of sticks.
Dance Properties:
Costume
Female : Siesgo and kimono with loose and long
sleeves and soft panuelo
Male : Camisa de Chino and red pants
Music : ² composed of two parts: A and B
Count : One, two, one and two, and one and two and
Formation : Partners stand about six feet apart. One or more pairs in a
set can take part in the dance, in any formation desired.
SAKUTING
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Dance Researcher : Francisca Reyes Aquino
Meaning : Refers to rhythmic sticks producing the
Accompaniment for the dance.
Place of Origin : Abra and Ilocos Norte
Country of Influence : China
Classification : Recreational and Social Dance
This is a dance of the ethnic people living in the western side of the Cordilleras before
the coming of the Americans to our country. During Christmas, young boys and girls
accompanied by their elders would go to the lowlands, especially in Abra and Ilocos
Norte to dance in front of the houses and ask for gifts. These young children hold sticks,
one on each hand and strike them together to make their dance livelier. The homes
would give them money, homemade delicacies and other things.
These dancing groups later reached as far as the coastal towns of Ilocos region as
years went by. The rhythmic sounds produced by the stick attracted other children and
also adults and they also learned the dance.
Sakuting is an ethnic term that refers to the rhythmic sticks producing the
accompaniment for the dance.
Dance Properties:
Costume: Girl – Native Ilocano kimono style with sleeves of elbow length;
A skirt of bright-colored plaids shirred at the waist of ankle-length.
Boy – A Camisa de chino and red trousers, and a native hat.
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H and I.
Formation:
Audience
X O
O X
X O
O X
One set of dancers
What’s More
Binislakan Sakuting
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Activity 2: Let’s Get Loud!
Directions: Using any medium of sound production, you and your family will produce
sound in time with the rhythm of music commonly used in regional and national folk
dances with an Asian influence. Using the duple meter (² time signature) and triple meter
(³ time signature) as your basis in producing the sound, create different rhythmic
combinations for 16 measures to be played simultaneously with your family. Always
observe the principles of accent, intensity, dynamics, and tempo in your routine. You can
use any of the following that could produce sounds:
• Clapping your hands
• Stamping your feet
• Snapping your fingers
• Using any materials as percussion instruments
Record the video of your performance and save it in your cellphone or flash drive.
Submit your output together with your activity notebook. The performance will be rated
based on the rubric given below.
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ability to perform with in duple and triple appropriate behavior
timing and dynamics meters toward the performance
and with certain level of
confidence
Performs rhythmic Creates rhythmic Demonstrates
composition with patterns but could hardly inconsistent
2 general mastery but distinguish differences characterization and
could hardly adapt to among duple and triple demonstrates low level
varying dynamics and meters of confidence
timing
Performs rhythmic Cannot create any Demonstrates little or no
1 patterns with low or no rhythmic pattern at all characterization and
mastery, timing, and behaves inappropriately
dynamics toward the performance
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_____________________________________________________
_____________________________________________________
_____________________________________________________
Well done! I think you are now ready for the next activity, which is more challenging
than the previous one. Keep going.
What I Can Do
Now that you have realized the importance of rhythm, you may now apply the
knowledge you gained to the next activity.
• Create a dance using any hand or body movement that would jibe with the
sound or rhythmic pattern you created.
• Always observe the elements of space and movements while doing the
routine.
• Perform the whole routine of the dance and sound improvisations with
proper expressions and gestures.
Record the video of your performance and save it in your cellphone or flash drive.
Submit your output together with your activity notebook. The performance will be rated
based on the criteria given below.
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Performance – 40 Perform with high level of energy and gracefulness in
% performing the dance steps and rhythmic patterns
Execution – 30 Demonstrate precise and skillful execution of the steps
%
Musicality – Perform rhythmic composition with high level of musicality
20% while observing proper timing, dynamics and mastery
Projection – Demonstrate proper characterization and appropriate behavior
10 % in the performance and with high level of confidence
Total – 100%
In this module, you will be provided with activities that will motivate you to
demonstrate and master the important steps of Sakuting and Binislakan. It will develop
your dancing and rhythmic skills and motivate you to show and share the steps you will
learn. It will also strengthen your family relationship by dancing together. Thus, you will
realize that mastering the basic dance steps can be used in the interpretation of the
dance literature to a large extent.
What is It
In this topic, you will become familiar with the different fundamental steps and
arm movements of the dances: Sakuting and Binislakan. This might provide you with a
better understanding of the characteristics of these folk dances.
If you study the literature of these dances found at the end of this unit, you will notice
different steps and movements that are essential in each dance.
Study and analyze the following table. The information given will be needed in your
dance performance.
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Dance Step Time Signature Step Pattern
Skip ² Step and hop
Gallop ² Step and cut
Contraganza ² Leap, cross-step, step
Bleking ² or ³ Heel-place, close
Change step ² Step, close, step
Mincing ² or ³ Step, step, step and so on (tiny steps)
Stamping ² or ³ Stamp (R) and close to supporting foot (L)
Waltz ³ Step, close, step
These are some of the dance terms utilized in selected dances within the country with
Asian Influence.
What’s More
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__________2. This movement is to spring one foot and land on the other foot.
__________3. This dance movement refers to a formation of two or more
couples.
__________4. A dance movement where both arms are on one side (right or left) at
shoulder level.
__________5. This is done by stamping or tapping with one foot while the weight of
the body is on the other foot.
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Dynamic: Competent: Expressive:
4
Performs steps with Demonstrates the Demonstrates a typical
mastery while creating steps competently and level of characterization
sufficient formations with confidence and appropriate behavior
on the dance floor toward the dance and
partner
Creative: Practitioner: Realistic:
Performs steps with Demonstrates general Shows often acceptable
mastery but with level of coordination characterization and
limited yet growing and competence in the proper behavior toward
3 ability to execute them execution of the steps the dance and partner
while creating with limited but growing
formations in the confidence
dance floor
Fair: Apprentice: Improving:
Performs steps with Demonstrates limited Shows inconsistent
general mastery but coordination and characterization and
2 could hardly adapt to competence in the acceptable behavior
varying formations in execution of steps with toward the dance and
the dance floor low level of confidence partner
Congratulations for a job well done! Are you satisfied with your own performance? If
not, would you want to improve it?
What do you think of your performance? Try to answer the next activity.
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2. How did you master the dance?
_____ to a great level
_____ to a moderate level
_____ to a lesser level
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What I Can Do
Activity 1: Reflection
Directions: Write the answers in your activity notebook.
The title of the dance is Sakuting. This dance originated from an ethnic group
living within the western side of the Cordilleras way back before the Americans came to
our country. During Christmas season, young children escorted by their elders would
head to the lowlands, especially in Abra and Ilocos Norte to dance in front of the houses
and ask for gifts. These young kids hold sticks , in one of each hand and strike them
together to produce a sound and make their presentation livelier. The households would
give them money, homemade delicacies, and other things.
Directions: You will interpret the whole literature of the dance. Record the video of your
performance and save it in your cellphone or flash drive. Submit your
output together with your activity notebook. The performance will be rated
based on the criteria given below.
SAKUTING
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Philippine Folk Dances
Francisca Reyes Aquino
Entrance
a. Partners walk side by side in rhythm with the music with the head
pair leading the group into formation. Finish facing partner. R
arm bent in front holding stick upward; L hand holding stick
placed behind the waist. ………………………………………………..……... 16M
FIGURE I
FIGURE II
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a. 2 waltz steps R, L moving diagonally forward. Finish in
one line with a partner by L to L shoulders. Strike
sticks 3x to a measure. ………………………………………..…………..2M
b. Raise R leg in front (ct. 1); lower leg (cts. 2, 3) Strike
own sticks under raised leg (ct.1); strike sticks R over
L and L over R (cts. 2, 3).….………………………………………………1M
c. Face partner. Strike R sticks with partner (ct. 1); strike
own sticks R over L and L over R (ct. 2, 3) …………………………..…..1M
d. Raise L leg in front (ct. 1); lower leg (cts. 2, 3). Strike own sticks under (ct.
1); strike sticks R over L
and L over R (cts. 2, 3). ………………………………………….…...…...1M
e. Face partner. Strike R sticks with partner (ct. 1); strike
own sticks L over R and R over L (ct. 2, 3) ……………………….……...1M
f. 2 waltz steps to proper places. Strike sticks 3x to a
measure. ……………………………………………………………………..2M
g. Repeat (a-f) starting L and standing by R to R
Shoulders with partner. ……………………………………………..………8M
h. Repeat all (a-g). ……………….……………………………..…..………..16M
FIGURE IV
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g. Repeat (f) of FIGURE II starting with L and standing
R shoulders. ………………………………………………………………...8M
h. Repeat all (a-g). …………………………………………………....…..….16M
FIGURE V
FIGURE VI
Music F.
Pairs 1 and 2 form a square; Pair 3 and 4 do the same.
All face the center of each square.
Simultaneous movements of Girls and Boys.
Girls:
a. 2 change steps to center and finish by R shoulders.
Strike own sticks together 3x to a measure; R over L,
L over R, R over L. ................................................................................... 2M
b. 2 change steps R, L in place. Strike sticks together with opposite (ct.1); strike
own sticks 2x (cts. and, 2). ............................. 2M
Repeat movement.
c. Turn R about to be by L shoulders; repeat (b). ........................................ 2M
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e. New Formation:
Boy 1 to Face Girl 2 X 1 O
Boy 3 to Face Girl 4 X 2 O
Boy 2 to Face Girl 1 X 3 O
Boy 4 to Face Girl 3 X 4 O
All repeat (a) to (d). ..................................................................................8M
f. All Face partners and repeat (a-d) with partner. ......................................8M
FIGURE VII
FIGURE VIII
a. Boys face their partners while Girls hold their stick firmly in front. Boy- strike
sticks across Girl’s sticks R hand up and L hand low 3x to a measure
(cts. 1, and, 2). ………………………………………………………………1M
b. Girl – 3 step turn R still holding sticks as in (a). ……………………1M
.
Boy 3 step turn R moving to face the next Girl at his right.
c. Repeat (a). …………………………………………………………….……..1M
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d. Repeat (b). …………………………………………………………………...1M
e. Repeat movements (a) and (b); partners meet each other;
exit. ………..…………………………………………………………………12
Excellent job! Finishing all the activities with flying color is a clear indicator
that you have learned all the lessons well. The next activity will allow
you to promote folk dancing as a form of physical activity that will improve total
Assessment
1. Which of the following basic steps has the step pattern of step, step, step, and
so on?
A. bleking
B. contraganza
C. mincing
D. stamping
2. What do you call of a dance term that springs on one foot and land s on the other
foot?
A. jump
B. leap
C. padyak
D. stamp
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4. What dance position is it when your both arms are on one side at shoulder level
either right or left?
A. arms in lateral
B. arms in reverse T
C. counterclockwise
D. sway balance
5. Which of the following dance steps has a step pattern of leap, cross – step, step
and has a count pattern of 1 and 2?
A. bleking
B. contraganza
C. hop
D. slide
6. Which form of dance that reflects the traditional life of the people of a certain
country or region?
A. ballroom dance
B. festival dance
C. folk dance
D. street dance
9. Which of the following basic steps does NOT belong to the group?
A. change step
B. gallop
C. mincing
D. padyak
10. Which of the following basic steps has a step pattern of heel – place, close?
A. bleking
B. mincing
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C. stamp
D. waltz
13. What kind of dance where dancers use rhythmic sticks producing the
accompaniment of it? A. binislakan
B. pangalay
C. sakuting
D. sua – ku – Sua
15. What is the best benefit of folk dancing? Its best benefit is _____.
A. becoming inactive
B. achieving health and wellness
C. developing physical appearance
D. gaining attention from audience
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Additional Activities
Exercise 1:
Directions: Answer the following questions. Write your answer in your activity
notebook.
Exercise 2:
Directions: Make a compilation of the dance literature of Binislakan with the illustration
or picture of its costume for male and female dancers and place it in a long
folder. Submit your output together with your activity notebook on the
scheduled retrieval of modules set by the school. Your output will be rated
on the rubric below.
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Answer Key
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References
Aquino, Francisca. 1953. Philippine Folk Dances. Manila.
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For inquiries or feedback, please write or call:
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